Unit 2 Stay Healthy 教学设计 -2025-2026学年人教版八年级英语下册

该教案聚焦健康问题相关词汇、句型及对话应用，通过主题图片“Look and Share”引导学生用简单英语表达，结合“Brainstorm”和图片扩展词汇，搭建从已知到新知的学习支架。 特色在于融合语言能力、思维品质与学习能力培养，听力任务训练信息抓取与速记技巧，角色扮演鼓励添加细节提升表达灵活性，构词规律分析（如“stomachache”等）培养归纳思维，音频材料辅助理解，教学反思提示调整策略，助力教师优化教学，提升学生语言运用与自主学习能力。

第1课时 Section A (1a-1d) 一、Teaching Objectives In this class, students will： 1. learn more words and expressions about health problems. 2. identify what health problems David,Ben,Nancy and Judy have and the causes of the problems. 3. summarize the related sentence patterns about asking about and describing health problems. 4. make up a conversation to talk about health problems using the target language and role-play it. 二、Teaching Advice Lead-in Look and Share Have students look at the theme picture on the opening page and think about the questions on Page 11. Invite some students to share their answers. Teaching Tip：Some students may have difficulties expressing answers in English and may speak Chinese. The teacher can encourage them to paraphrase the words or expressions in easier English. For example, students don't know the word “fever”and they can be guided to say “feel hot”or “the temperature is high". Then, the teacher can present the target vocabulary(E.g.,“fever”) to the class. 2.Guide students to realize the topic of the unit is about health. Brainstorm Ask students to brainstorm more health problems in daily life. The teacher can present some related pictures to help students. Pre-teach the related new words and expressions during the process. Pre-listening Look and Match 1a 1. Have students read the words and expressions in la and make sure they get the meanings. 2. Ask students to do the match exercise and check answers in pairs. Language Tip: Guide students to pay attention to the common feature of these words (stomachache, headache, toothache, backache):They all contain “body part + ache". Then the teacher can introduce similar words. For example,neckache,earache... For the word “cut”, the teacher can remind students to pay attention to the part of speech. The teacher can use the two sentences to help students to get the meanings. E. g. I got a cut on my finger. I cut my finger while cooking. While-listening 1b 1. Have students read the instruction and make sure they understand the task. 2. Have students listen to the conversations and write the health problems next to the students. Teaching Tip:Before listening,the teacher can remind students to take quick notes while listening. Students can write some letters instead of writing the complete words so that they can focus on grasping the key information. 3.Check the answers with the whole class. 1c 1. Ask students to read the third column in the table in lb and understand the meanings. Students can be encouraged to fill in the blanks from memory. 2. Play the recording again and have students complete the section detailing the cause of each student's health problem. 3. Invite some students to share their answers and then check answers with the whole class. 4. Have students listen again with the completed information. Retell 1. Have students retell the students’health problems and the causes according to the completed table. The teacher can give an example like this: David has a stomachache because he ate too much at a friend's birthday party yesterday. 2. Remind students to pay attention to the tense while retelling. Post-listening 1d 1. Have students work in pairs to choose one conversation from the listening and role-play it. 2. Students can be encouraged to add more details to the conversation.(E. g. facial expression, body language,description about feelings .. ) 3. Invite 1 or 2 pairs to role-play in class and other students give feedback.. Summary Ask students to summarize the holiday activities they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard. Teaching Reflection The lesson on health problems worked well in engaging students. They grasped “body part + ache” quickly through examples,and the role-play in 1d showed they could use the new expressions flexibly. Yet,a few students lagged in the gap-filling task in lc,maybe due to the fast speech in the recording. Next time,I'll slow down the audio or pause at key points.. 学科网（北京）股份有限公司 $ 第五课时Section B(1a－1e) & Vocabulary in Use 1、 Teaching Objectives In this class, students will： 1. find out what accident happened in the story and its cause. 2. talk about James's and Allen's actions in the story. 3. learn what to do and what not to do when oil catches fire. 4. develop safety awareness in daily life. 2、 Teaching Advice Lead-in Brainstorm 1. Present a picture of a busy kitchen and have students brainstorm what accidents may happen in the kitchen,especially while cooking. The teacher can encourage students to brainstorm based on their own real-life situations. 2. Present a list of common kitchen accidents with corresponding pictures. Invite some students to share what should be done if these accidents happen. Quick Test Present the test. Ask students to keep their answers in mind and check after reading. If oil catches fire while cooking ,what should you do? Pre-reading Look and Say 1a 1. Have students look at the picture in 1b and describe what's happening. 2. Invite some students to share their answers. While-reading Skim Reading Ask students to read the story quickly and find out what the story is mainly about. 1b 1. Ask students to find out how the fire started. Encourage students to summarize the answer using their own language. 2.Share the answer with the whole class. Who Did What? 1. Match the actions with the correct person. 2. Check the answer with the whole class. 2. Let students discuss the question:Can a hobby change someone's future? Use Luca or Careful Reading 1c 1. Ask students to read the story carefully and then number the events in the correct order. 2. Ask students to check answers in pairs. 3.Check the answers with the whole class. Comprehension Questions Why did James leave the kitchen while the oil was heating? What caused the oil in the pan to catch fire? Why did James's shirt catch fire? What would happen if Allen poured water on the fire? ld 1. Have students read the story again and complete the summary of the story using the details in lc. Before it,the teacher can use the provided tip to teach students how to summarize a text. If there is enough time,the teacher can encourage them to summarize the story without looking at the summary in ld. 2. Ask students to check the answers in pairs. 3.Check the answers with the whole class. Post-reading 1e 1. Have students work in groups to discuss the questions in le. For the first question,the teacher can remind students to list the right and wrong actions of James and Allen. 2. Invite some groups to share their answers. 3.Remind students to check their answers of the quick test in lead-in part. They can also be encouraged to add more safety tips in a kitchen or at home. Vocabulary in Use 2a 1. Ask students to read the instruction and make sure they understand the meaning. Explain the word “suffix”if necessary. Invite some students to explain the meaning of each suffix. 2. Have students complete the table with the correct suffixes and then check in pairs. 3. Invite some students to share their answers and the meanings of the words. 4. Check the answers with the whole class and encourage students to list more words with these suffixes. 2b 1. Have students complete the sentences individually and then check answers in pairs. 2. Check the answers with the whole class and give explanations for the confusing parts. 2c 1. Have students skim the passage and get the main idea. 2. Ask students to complete the passage with the correct forms of the words in the box and then check the answers in pairs. 3. Present the correct answers in class. Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points on the blackboard. Teaching Reflection This lesson focused on a cooking accident story, aiming to improve students' reading skills and safety awareness. The pre-reading picture helped them predict the story well. During reading, skimming and careful reading tasks guided students to grasp the main idea and details step by step. However, some students struggled with the summary in 1d. Next time,I'll provide them with more keyword hints.. 学科网（北京）股份有限公司 $ Unit 2 Stay Healthy 单元总览 单元主题分析 本单元紧扣“健康生活”这一主题，与课程标准中“人与自我”主题范畴下的“身心健康,珍爱生命的意识”子话题高度契合。其核心旨在引导学生习得保持身体健康与应对常见健康问题的方法,树立自我健康管理与安全防范意识,从而全面深入地回答单元大问题“How do we take care of ourselves?”。 Section A的引导性问题是“What should we do when we don't feel well?”。该部分通过多组对 话(如胃痛、背痛、牙痛、喉咙痛等)呈现日常生活中常见的健康问题,并探讨其成因及应对方法。学生将学习如何用英语描述症状(I have a stomachache / My throat hurts/.)并给出建议(You should rest/You shouldn't eat so much/ Avoid sweet food/..)。此外,听力材料中的医患对话(如护士建议做X光、避免碳酸饮料)帮助学生理解专业医疗建议,培养健康管理意识,学习在健康问题发生时如何正确寻求帮助(如就医、服药、调整饮食)。 Section B的引导性问题是“How should we stay safe?”,该部分通过两个故事(“烹饪事故”和“食 物过敏”)强调安全意识与急救技能的重要性。例如,油锅着火时不能用水扑灭,而应使用灭火器(融合科学知识);食物过敏需立即就医,并注意食品成分(培养社会责任意识)。从而培养学生的风险防范意识,识别生活中的安全隐患(如厨房操作、过敏原),学会预防事故。并学会应急处理方法,掌握基本急救措施(如止血、灭火),培养冷静应对突发事件的能力。 总而言之,本单元以“健康生活”为主线,巧妙融合了语言学习、安全教育以及价值观培养等多方面内容。通过多样化的学习活动与丰富的语料,引导学生成为有健康意识、安全知识和责任感的个体。 单元学习目标 通过本单元的学习，学生能够： 1.在日常交际中听懂有关健康问题或急救事件的相关对话,并能够用英语进行相关场景中的对话交流。 2.理解与健康问题或急救事件等主题相关的阅读材料,并能提取文章中的健康建议和急救措施。 3.学会用反身代词及情态动词should/could描述相关的问题并给出对应的建议。 4.树立“健康自我管理”的意识,认识到个人行为对健康的影响，主动规避不良习惯。 5.增强安全防范意识和急救观念,理解“预防为先、科学应对”的重要性，形成对自身和他人健康负责的态度。 单元学习重难点 重点： 1. 掌握有关健康问题及建议的词汇句型表达,并根据情境进行相应的沟通与交流。 2. 能从对话或故事中提取“症状一原因一建议”的逻辑链,梳理急救事件的关键步骤。 3. 理解“健康需要主动管理”,掌握常见健康问题的预防与应对原则。 难点： 1.相关近义病痛词汇、句型表达的辨析与准确使用。 2.综合语境,得体地使用建议句型。 3.复杂事件的逻辑梳理并复述。 单元课时划分 第一课时Section A(1a－1d) 　　 第二课时Section A(2a－2d) 第三课时Section A(3a－3d) 第四课时Grammar Focus(4a－4d) 第五课时Section B(1a－1e) & Vocabulary in Use 第六课时Section B(3a－3c) 学科网（北京）股份有限公司 $ 第六课时Section B(3a－3c) 1、 Teaching Objectives In this class, students will： 1. figure out what happened to Mark and try to retell the story. 2. write responses to Dr Cooper's questions and advice as Mark. 3. write a conversation between Dr Cooper and Mark. 2、 Teaching Advice Lead-in Look and Say 1. Present some pictures about allergic symptoms and have students talk about some questions. (见优翼配套教学课件) 2. Guide students to recognize that these people are having allergic reactions. Explain the concept of allergy. The teacher can present a related video to help students understand. Free Talk 1. Have students work in pairs to talk about the following questions: · Are you allergic to anything? · Have you or your family ever had an allergic experience?What happened? ◆ What should be done if someone has some allergic symptoms? 2. Invite some pairs to share their answers. Pre-writing 3a 1. Have students look at the pictures in 3a and predict what the story is about. 2. Ask students to read the story quickly to check their predictions. 3. Have students read the story again and circle the important information for retelling. During the process,the teacher can explain the important language points to students. 4. Divide students into several groups to retell the story. The teacher can walk around to monitor and offer help in need. For the weak groups,the teacher can provide the outline of the story. 5. Invite some groups to share their retellings. 3b 1. Have students read Dr Cooper's questions and advice for Mark. 2. Invite some students to share their responses according to the story. 3. Present the correct responses and ask students to make notes in the table. While-writing 3c 1. Have students write a conversation between Dr Cooper and Mark. The beginning of the conversation is provided. 2. Remind students to use the notes they took in 3b. 3. Show them a sample writing before they start to write.(见优翼配套教学课件). Post-writing 1. Have students check each other's writing in pairs. Provide the checklist.(见优翼配套教学课件) 2. Based on the feedback from their partners, students revise their writings and then submit the final version for evaluation. Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the checklist on the blackboard. Teaching Reflection This lesson focused on an allergy story,aiming to develop students' retelling and writing skills. In pre-writing, retelling via picture inference and key information circling helped students grasp the story. However, some weak students struggled with retelling even with outlines. Overall, students practised retelling and writing skills well,but scaffolding for weaker learners needed improvement. 学科网（北京）股份有限公司 $ 第四课时Grammar Focus (4a-4d) 1、 Teaching Objectives In this class, students will: l. summarize the usage of the reflexive pronouns. 2. master the usage of the modal verb“should”and“could”for advice. 3. talk about health problems using the target language. 2、 Teaching Advice Lead-in Look and Say 1. Present some pictures about health problems and have students describe the pictures in pairs. 2. The teacher can set an example for students by giving a sample answer. Remind students to use the reflexive pronouns and modal verbs by stressing these words. 3. Invite some pairs to share their answers. Explore the Grammar 4a 1. Have students read the sentences in the chart and answer the following questions. · What do the three questions in the first column ask for? · What do the three sentences in the second column describe? · What is the third column about? 2.Invite some students to share their answers. 3. Ask students to underline the modal verbs for advice and circle the reflexive pronouns. Then summarize the usage of the reflexive pronouns and modal verbs based on the contexts. The teacher can use the following questions as prompts: · Which advice is stronger? A)You should see the dentist. B)You could eat some soft food. · Reflexive pronouns are used when the subject and the object of the action are the _______ (same/different)person/things.？ Grammar Rules 反身代词(Reflexive Pronouns)是一类用来表示动作的承受者与执行者是同一人或物的代 词。其形式通常是在相应人称代词后加self(单数)或selves(复数)。 · 反身代词作宾语。例如: She cut herself while cooking.她做饭的时候割伤了自己。 Take good care of yourself.照顾好你自己。 He talks to himself in the mirror.他对着镜子自言自语。 · 反身代词作主语或宾语的同位语,强调主语或宾语的身份,表示“本人、亲自”的意思。例如: Mrs Black herself is a lawyer.布莱克太太本人就是一名律师。 You'd better ask the driver himself.你最好问问司机本人。 · 反身代词作表语。例如:Just be yourself.做自己就好了。 · 固定搭配:by oneself独自help oneself自便 enjoy oneself玩得开心behave oneself举止得体 should 意为“应该;应当”,表示较强烈的建议,隐含“按常理、责任或最佳选择去做”,其后接 动词原形,否定形式为should not/shouldn't,意思是“不应当;不该”。例如: I think you should lie down and rest.我认为你应该躺下休息。 You shouldn't take such risks.你不该冒这么大的风险。 could 意为“可以;不妨”,表示较委婉、试探性的建议。例如: You could cook a meal by yourself.你可以自己做一顿饭。 Grammar Exercises 4b 1. Ask students to complete the sentences using the correct reflexive pronouns. 2. Have students check answers in pairs. And invite some pairs to share their answers by reading the completed sentences. 3.Explain the difficult parts for students. 4c 1. Let students read the passage and summarize the main idea. 2. Ask students to complete the passage and check answers in class. 3.Explain the language points if necessary. 4d 1.Have students read the instruction to make sure they understand the meaning. 2. The teacher can act out an illness or injury to demonstrate to students. Students can use the sentence structures to ask for more information to guess what it is. 3. After students guess the illness or injury, the teacher can ask them to give advice using should or could. 4. Invite 1-2 students to act out an illness or injury in class. Let other students guess and give advice. Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard. Teaching Reflection This lesson focused on reflexive pronouns and advising with “should/could”through “health problems” scenarios. The chart exploration in 4a effectively guided students to summarize rules, especially distinguishing “should”from“could”.Practice activities in 4b-4d worked well too. However, some students struggled with reflexive pronoun-person agreement. Next time, I'll give them more drills. 学科网（北京）股份有限公司 $ 第三课时Section A (3a-3d) 1、 Teaching Objectives In this class, students will: 1. find out what's the wrong with Helen and what she should or shouldn't do. 2. learn how to describe health problems and ask for advice. 3. make up a conversation between a doctor and a patient using the target language. 2、 Teaching Advice Lead-in Watch and Say 1. Have students watch a video and answer the following questions.(见优翼配套教学课件) · What symptoms does the boy have? · What do you think is wrong with him? ◆ What do you think he should do? 2. Invite some students to share their answers,and then present the related words and expressions on the blackboard to help students review. 3. Guide students to conclude that the boy may have the flu and he should see a doctor. Explain flu using simple English. Some students may confuse the flu with a cold. The teacher can show a video to help them understand the differences if necessary. Pre-reading Look and Say 1. Have students look at the picture in 3a and answer the following questions: · Where are the people? · What's the relationship between them? · What do you think is the matter with the girl? 2. Ask students to predict what the conversation is about according to these questions.. While-reading 3a 1.Let students read the conversation quickly and check their predictions. 2. Ask students to find out what's the matter with Helen,and then check the answer with the whole class. 3b 1. Ask students to read the table in 3b carefully and know what key information they should grasp while reading. Explain the new word “description”if necessary. 2. Have students read the conversation again and complete the table. 3. Invite some students to share their answers and then check the answers with the whole class. Further Thinking 1. Ask students to think about the following questions and invite some students to share their opinions. · What do you think the sentence “your health is in your hands”means? · What should we do to keep healthy in daily life? · Do you think it's important for students to stay home when they are seriously ill? What impact might going to school with a serious illness have on themselves and others? 2. Guide students to summarize the main idea of the conversation. Post-reading 3c 1. Have students listen to the conversation and remind them to pay attention to the tone, intonation and feelings of the speakers. 2. Let students work in pairs to role-play the conversation. 3. Invite l-2 pairs to role-play in class and have others give feedback. 3d 1. Guide students to read the conversation and think about the following questions: · How does the doctor ask about the illness and give advice? ◆ How does Helen describe her illness and ask about advice? 2. Summarize the related sentence patterns and present them on the blackboard. 3. Let students work in pairs to make up a conversation between a doctor and a patient using the sentence patterns and expressions. 4. Invite 1-2 pairs to role-play their conversations in class and have other students give feedback.. Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points on the blackboard. Teaching Reflection This class focused on Helen's health problems and doctor-patient conversations. Most students could find Helen's symptoms and her dos and don'ts, which met the first objective. They learned some expressions to describe health issues and ask for advice, but a few struggled with making up new dialogues. Next time, I'll give more examples for dialogue making and check weaker students' progress earlier. 学科网（北京）股份有限公司 $ 第二课时 Section A (2a-2d) 一、Teaching Objectives In this class, students will： 1. identify what health problems David,Nancy and Jeff have and the school nurse's advice for them. 2. learn some basic knowledge about how to deal with the common health problems. 3. ask for and give advice on different health problems using the target language. 二、Teaching Advice Lead-in Look and Say 1. Present some pictures related to common health problems and let students shout out the problems in English as quickly as possible. 2. When it comes to the new words or expressions,the teacher can present the pronunciation and explain the meaning using the pictures. For example, the teacher can say: When blood comes out from the nose ,it's called a “nosebleed”. We may have a nosebleed when something hits the nose. Teaching Tip:During the process,the teacher should keep the activity fast but not rushed. Pause 2-3 seconds after showing each picture to let all students identify, especially slower learners. Use a hand clap or “Freeze!” to regain focus if the class gets too noisy during shouting. Free Talk 1. Ask students to talk about the following question in pairs. What should we do if we have these health problems? 2. Invite some students to share their answers like this: T:What should we do if we have a sore throat? S1:I think we should drink more water. T:What should we do if we have a stomachache? S2:We should put something warm on the stomach. ... Pre-listening 2a 1. Have students read the problems and actions to make sure they understand the meanings. 2. Ask students to do the matching exercise and check answers in pairs. 3.Check the answers with the whole class. While-listening 2b 1. Have students read the instruction and predict some related information. The teacher can use the following questions as prompts. · Where do the conversations happen? · Who are the speakers?. 2. Have students listen to the conversations and circle the health problems the students have in 2a and figure out who got some medicine from the school nurse. 3.Check the answers with the whole class. 2c 1. Ask students to read the table in 2c carefully to identify the key information they should grasp while listening. Students can be encouraged to fill in the blanks from memory. 2. Play the recording again and have students complete the school nurse's advice for each student. 3. Invite some students to share their answers and then check answers with the whole class. 4. Have students listen again with the completed information. Language Tip:soft drinks指“不含酒精的饮料”,尤其常用来表示“碳酸饮料”(如可乐、雪碧、苏打水等),也可泛指其他非酒精饮品(如果汁、汽水等)。结合语境,这里指的是“碳酸饮料”。 Retell 1. Have students retell the students’health problems and the nurse's advice for them according to the completed table. 2. Remind students to pay attention to the modal verbs while retelling. Post-listening 2d 1. Present each picture in 2d and guide students to call out the corresponding health problem. 2.Present the health problems and the actions on the blackboard. For the new words and expressions,the teacher can explain the meanings and the usage. For example,a runny nose is when liquid comes out of your nose ,o ften when you have a cold. 3. Have students work in pairs and take turns to ask for and give advice on these health problems. During the process, the teacher can walk around to make sure each student is engaged in the activity. Correct pronunciation/grammar gently and provide prompts if needed. 4. Invite 1-2 pairs to role-play their conversations in class and have other students give feedback.. Summary Ask students to summarize how to talk about a holiday experience. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard. Teaching Reflection This lesson went smoothly overall. Students were actively engaged in the “Look and Say”activity, which effectively activated their prior knowledge. However, there were some areas for improvement. During the retelling part,a few weak students struggled with using“should/ shouldn't” correctly, even with sentence frames.More model practice before the task might help. 学科网（北京）股份有限公司 $